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We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses? Once in those STEM courses, how can we keep students motivated and promote their academic achievement?

We have approached these two motivational questions from several perspectives, examining the theoretical issues with basic laboratory research, conducting longitudinal questionnaire studies in classrooms, and developing interventions implemented in different STEM contexts. Our research is grounded in three theories that we believe are complementary: expectancy-value theory (Eccles & Wigfield, 2002), interest theory (Hidi & Renninger, 2006), and self-affirmation theory (Steele, 1988). As social psychologists, we have focused on motivational theory and used experimental methods, with an emphasis on values – students’ perceptions of the value of academic tasks and students’ personal values that shape their experiences in academic contexts.

We review the experimental field studies in high-school science and college psychology classes, in which utility-value interventions promoted interest and performance for high-school students in science classes and for undergraduate students in psychology courses. We also review a randomized intervention in which parents received information about the utility value of math and science for their teens in high school; this intervention led students to take nearly one semester more of science and mathematics, compared with the control group. Finally, we review an experimental study of values affirmation in a college biology course and found that the intervention improved performance and retention for first-generation college students, closing the social-class achievement gap by 50%. We conclude by discussing the mechanisms through which these interventions work.

These interventions are exciting for their broad applicability in improving students’ academic choices and performance, they are also exciting regarding their potential for contributions to basic science. The combination of laboratory experiments and field experiments is advancing our understanding of the motivational principles and almost certainly will continue to do so. At the same time, interventions may benefit from becoming increasingly targeted at specific motivational processes that are effective with particular groups or in particular contexts.

This chapter is concerned with the relationship between gender performativity and rhythm, taking the City of London (often known by its metonym the Square Mile) as the focus for the empirical research and extending a Lefebvrian understanding of urban space and time via the practice of rhythmanalysis. It is concerned with how the City of London is imagined, constructed and experienced in and through gender performativity which can be expressed rhythmically (Reid-Musson, 2018). The research is based on fieldwork including photographic and interview data, as well as an embodied, immersive methodology used to analyse rhythms, showing how this can help to both sense and make sense of organisational place, particularly in terms of how such places can compel feelings of belonging or non-belonging. The chapter looks beyond the spatial configuration of a single organisation to encompass the wider geographical location of multiple organisations, in this case the City.

The findings show that the relationship between the socio-cultural and material aspects of the City can be understood through the rhythms of place. Using a methodological approach based on Lefebvre's Rhythmanalysis (2004), the chapter foregrounds a subjective, embodied and experiential way of researching the places and spaces of organising, and shows how gendered inclusion and exclusion can be expressed spatially and rhythmically.

The authors examine the relationship between credit default swaps (CDS) initiation and managers’ earnings forecast choices with different corporate governance structures. The authors expect that corporate governance plays a significant role in managers’ disclosure behavior as well as CDS initiation. The findings suggest that CDS initiation and managers’ earnings forecast behavior are positively associated. Firms with a strong monitoring mechanism issue a higher number of earnings forecasts and also issue forecasts more frequently when there is a traded CDS contract in the market. Additionally, the results suggest that managers issue more accurate earnings forecasts. Overall, these findings imply that the role of managers is important to mitigate the information asymmetry between individual and institutional investors when there is a new financial instrument because the development of the regulations and market rules for these instruments takes a longer time.